Background: Research is essential for the development of a unique body of knowledge, a hall mark of any profession. It should be utilised to provide the basis for professional theory and practice. Aim: The purpose of the study was to develop guidelines that will assist professional nurses in the utilisation of research findings. Design and setting: Quantitative, descriptive research was used to determine professional nurses’ (N=284) perception of utilization of research findings in practice. The structured questionnaire was used to collect data. Data were analysed using Statistical Package for the Social Sciences (SPSS) version 23 since this is a quantitative study. The study focused on professional nurses at the two selected hospitals that were providing the comprehensive programme in the uMgungundlovu district. Results: 284 respondents answered the questionnaire. Of the respondents, 73.3% agreed that they lacked knowledge of research. The frequency of respondents that lacked research knowledge was 208. Of the respondents, 211 (74.3%) recommended use of research findings in practice versus 24 (8.5%) who were unsure and 9 (3%) respectively who did not know whether research should be used or not. Conclusions: The findings revealed that there is a need for changes to be made in the nursing education system to try and improve research utilisation by professional nurses in practice since the professional nurses working in the clinical area are produced by nursing education institutions / Health Studies / M.A. (Health Studies)

Submitted by Andrea Hayashi (deachan@gmail.com) on 2018-03-19T18:00:47Z No. of bitstreams: 1 Tese-15287.pdf: 4520575 bytes, checksum: 3eeda24fff2c82e70cef8c82b3dc69d1 (MD5) / Approved for entry into archive by Vera Lúcia Guimarães de Mendonça (vlgmendonca@unifesp.br) on 2018-03-19T18:04:11Z (GMT) No. of bitstreams: 1 Tese-15287.pdf: 4520575 bytes, checksum: 3eeda24fff2c82e70cef8c82b3dc69d1 (MD5) / Made available in DSpace on 2018-03-19T18:04:12Z (GMT). No. of bitstreams: 1 Tese-15287.pdf: 4520575 bytes, checksum: 3eeda24fff2c82e70cef8c82b3dc69d1 (MD5) Previous issue date: 2015 / Introdução: O objeto deste estudo é o processo de criação e implantação do primeiro currículo das escolas modelo referência na formação de enfermeiros na Argentina e no Brasil, no qual se pretende responder ao questionamento: Qual o processo histórico de criação e implantação do primeiro currículo nesses países? Pondera-se que a realização deste estudo possibilitará conhecer a organização e a estruturação da formação profissional em dois países de grande representatividade na América Latina. Objetivo: Descrever, comparar e analisar o primeiro currículo das escolas modelo referência na formação de enfermeiros no Brasil e na Argentina. Método: Pesquisa de natureza histórico-documental, fundamentada na vertente da nova história. O recorte temporal definido teve o seu marco inicial no ano de 1886, ano da fundação da escola Escuela de Enfermeros y Enfermeras do Circolo Médico Argentino em Buenos Aires e o final em 1923, ano de fundação da Escola de Enfermeiras do Departamento Nacional de Saúde Pública no Rio de Janeiro, Brasil. A coleta de dados possibilitou eleger 15 documentos da Argentina e 24 do Brasil, que foram organizados em ordem cronológica e arquivados individualizados por escola. Para análise dos dados utilizou-se a História Comparada, como ferramenta, e os referenciais teóricos filosóficos de Ivor Goodson e Roger Chartier. Resultados e Discussão: Os achados evidenciaram contextos sociais semelhantes no momento de criação das escolas, porém, com estruturas curriculares divergentes. No Brasil a criação da escola esteve vinculada a um projeto sanitário nacional e contou, com cooperação internacional para sua efetivação. Ficou evidente a influência norte americana na estruturação curricular no Brasil, fato não observado na Argentina, que teve seu currículo instituído por idealização pessoal da sua criadora. Conclusão: Os currículos convergem nos aspectos que dizem respeito aos fatores impulsionadores para a criação das escolas e no modelo de ensino adotado. Já as divergências foram relativas ao fato de que apenas o currículo da Argentina retratou as necessidades sociais vigentes à época, e apenas o Brasil recebeu apoio governamental para o planejamento, estruturação, manutenção e implementação da escola e de seu currículo. / Introduction: The object of this study is the creation and implantation process of the first curriculum of reference model schools in the formation of nurses in Argentina and Brazil, in which it intends to answer the question: What is the historical process of creating and implementing the first curriculum in these countries? It considers that the realization of this study will enable to know the organization and the structure of professional formation in both countries of great representation in Latin America. Objective: Describing, comparing and analyzing the first curriculum of reference model schools in the formation of nurses in Brazil and Argentina. Method: Research of historical and documentary nature, based on the aspect of the new history. The set time frame had its starting point the year of 1886, foundation year of the Escuela de Enfermeros y Enfermeras do Circolo Medico Argentino in Buenos Aires and the end in 1923, foundation year of the Nursing School of the National Department of Public Health in Rio de Janeiro, Brazil. The data collection enabled elect 15 documents from Argentina and 24 from Brazil, which were arranged in chronological order and filed individually by school. Data analysis used the Comparative History as a tool and the philosophical theoretical frameworks of Ivor Goodson and Roger Chartier. Results and Discussion: The findings showed similar social contexts at the moment of schools creation, however, with divergent curriculums structures. In Brazil the creation of the school was linked to a national health project and, with international cooperation for its effectiveness. It was evident the North American influence in the curriculum structuring in Brazil, fact that was not observed in Argentina which had its curriculum instituted by personal idealization of its creator. Conclusion: The curriculums converge on aspects that concern the driving factors of school creation, and the adopted teaching model. The divergences were related to the fact that, only the curriculum of Argentina portrayed the current social needs at the time and, only Brazil received government support for planning, structuring, maintenance and implementation of the school and its curriculum.

A formação superior dos profissionais de saúde no Brasil passou, a partir dos anos 2000, a ser orientada pelas Diretrizes Curriculares Nacionais. Esta orientação legal buscou direcionar a formação destes profissionais de forma a contemplar o sistema de saúde vigente no país, o trabalho em equipe e a atenção integral à saúde. Nesse sentido as diretrizes indicam a necessidade do desenvolvimento de competências e habilidades gerais e específicas e de um perfil profissional generalista. Indica também a flexibilidade, a diversidade e, a autonomia do educando no processo formativo, dentre outras. A Diretriz para a formação dos enfermeiros foi publicada em 2001 e desde então as instituições de ensino e respectivos cursos têm buscado fazer a adequação de suas propostas pedagógicas e curriculares no sentido de atender aos pressupostos da nova legislação. Observa-se no cenário nacional um intensa mobilização de docentes, pesquisadores e entidades representativas da enfermagem no sentido de refletir sobre este processo que, apesar de decorrida uma década desde a promulgação, ainda suscita muitas dúvidas e inquietações. No bojo destas reflexões este estudo pretende analisar a coerência entre o que está proposto na DCN e as propostas pedagógicas e curriculares dos cursos de graduação em enfermagem, nas Instituições de Ensino Superior (IES), com ênfase no desenvolvimento da competência para a atuação do enfermeiro como educador em saúde. Trata-se de uma pesquisa de natureza qualitativa, realizada junto a seis (6) Cursos de Graduação em Enfermagem cujos coordenadores participam do Fórum das Escolas promovido pela ABEn-RS. A coleta de dados foi realizada por meio da análise documental dos Projetos Pedagógicos e de entrevista semiestruturada com os coordenadores de curso e docentes das disciplinas de educação em saúde ou correlatas. As entrevistas foram gravadas e transcritas para posterior análise de conteúdo. Este processo de análise originou três categorias de análise e respectivas subcategorias. Os dados investigativos apontam que há um movimento intenso dos cursos e dos docentes no sentido de implementar as mudanças propostas na Diretriz para a formação do Enfermeiro. Indicam também que ainda existem muitas dificuldades a serem superadas neste percurso, tais como a fragilidade em relação à noção e operacionalização da formação por competências e do uso de Metodologias Ativas de aprendizagem. O certo é que encontramos um grupo de docentes efetivamente entusiasmados e comprometidos com o processo formativo dos acadêmicos, condição necessária para a mudança pretendida. / The Brazilians health professional’s higher education began at the 2000s, to be orientated by the National Curricular Guidelines. This legal orientation sought to direct the training of those professional’s to complement the current national’s health system. In this context, the guidelines indicate a development necessity of general and specific competences and skills, and a generalist professional profile. It also indicates the flexibility, the diversity and the autonomy of the learner on the formative process, among others. The Guideline for the training of nurses was published in 2001 and since then the educational institutions and respective courses has sought to make adjustments of its pedagogical and curricular proposals to meet the assumptions of the new legislation. An intense movement of teachers, researchers and nurses representing entities can be seen in the national scenario, it’s to ponder about this process that although a decade had passed since the law’s promulgation, many doubts and concerns still remains about it. At the height of these reflections, this study intends to analyze the consistency between what’s proposed on the Guidelines and in the pedagogical and curricular proposals from the nurse graduation courses at the Higher Educations Institutions (HEI’s), with emphasis in the development of the competence to the nurse’s performance as a health teacher. It’s a qualitative research, carried with six (6) Graduate Nursing Courses where its coordinators are part of the College Forum provided by ABEn-RS. The data collection was performed using the documental analysis from the Pedagogical Projects e through a semi-structured interview with the courses coordinators and the health education disciplines teachers or related. The interviews were recorded and transcribed to later content analysis. This analysis process produced three analysis categories and corresponding subcategories. Investigative data indicate that there is an intense movement from the courses and teachers to execute the changes proposed in the Guideline for the Nurse training. It also indicates that there are many difficulties to be overcome, such as a weakness with the conception and operation of competence-based education e by using Active Learning Methodologies. We certainly found a group of teachers effectively enthusiastic and committed with the students formative process, which is a necessary condition for the desired change.

Ao longo do tempo, as normatizações curriculares da formação do profissional enfermeiro vêm passando por mudanças significativas. Em 2001, o Ministério da Educação aprovou as novas Diretrizes Nacionais Curriculares (DNC) para os cursos da saúde, enfatizando a adequação da formação profissional às necessidades do SUS. O estágio apresenta-se como uma estratégia pedagógica que precisa ir além da relação professor-aluno. Este estudo tem por objetivo analisar comparativamente os estágios curriculares na percepção dos acadêmicos do curso de enfermagem em duas faculdades – uma pública e uma privada – no interior de Pernambuco sob a luz das diretrizes curriculares nacionais. Trata-se de um estudo qualitativo, do tipo exploratório, analítico e comparativo, caracterizado como estudo de caso do estágio curricular vivenciado por graduandos no último período do curso de enfermagem em duas universidades do interior de Pernambuco: uma pública e uma privada. Os resultados apontam divergência apenas com relação à preceptoria de serviços da atenção básica, pois na experiência dos estudantes da ESSA existe uma insuficiência da preceptoria de serviço. Existe convergência quanto a insuficiências das estruturas nos três níveis de complexidade da assistência, excluído um único serviço da alta complexidade que pertence à rede privada conveniada ao SUS. Quanto à preceptoria, convergem referindo uma boa atuação dos preceptores nos estágios; quanto ao distanciamento entre a teoria e a prática; quanto à formação do enfermeiro apontando insuficiência no campo da prática, insegurança e a necessidade de dar continuidade ao processo de aprendizagem. Ainda, relatam que se sentem mais seguros para atuar na atenção básica. Considerando toda a descrição feita pelos discentes deste estudo, percebe-se uma fragilidade no processo de integração ensino-serviço. Sugerimos que as Comissões de Integração Ensino-Serviço (CIES) reflitam sobre essa realidade e lancem mão de estratégias que considerem os estágios curriculares como uma prática pedagógica essencial para formação de profissionais de enfermagem com capacidade crítica reflexiva, podendo compreender e intervir diante da multideterminação do processo saúde-doença em uma realidade social. / Over time, the curriculum standardizations of the professional training of nursing professionals are going through significant changes. In 2001, the Brazilian Ministry of Education approved new National Curriculum Guidelines (NCG) for health courses, emphasizing the adequacy of the professional training to the needs of SUS. The traineeship is shown as a pedagogical strategy that needs to go beyond the teacher-student relationship. This study aims to comparatively analyze the curriculum traineeships from the perception of students of the nursing course in two colleges – one public and one private – in the countryside of Pernambuco in the light of national curriculum guidelines. This is a qualitative study, of exploratory, analytical and comparative type, characterized as a case study of the curriculum traineeship experienced by undergraduate students in the last period of the nursing course in two universities in the countryside of Pernambuco: one public and one private. The results indicate divergence only with respect to the preceptorship of primary care services, since there is a failure of the preceptorship of service in the experience of ESSA students. There is convergence regarding the shortage of structures in the three levels of complexity of care, excluding a single service of high complexity that belongs to a private network associated with SUS. Regarding the preceptorship, they converge by referring to a good performance of preceptors during traineeships; regarding the distance between theory and practice; regarding the training of nurses by pointing failure in the practical field, insecurity and the need to give continuity to the learning process. Moreover, they report that they feel more secure to work in primary care. When considering the entire description made by the students of this research, one should perceive a weakness in the teaching/service integration process. We suggest that the Teaching-Service Integration Commissions (CIES, as per its acronym in Portuguese) reflect about this reality and make use of strategies that consider the curriculum traineeship as an essential pedagogical practice for training nursing professionals with reflexive and critical capacity, thus becoming able to understand and intervene before the multiple determination of the health-disease process in a social reality.

abstract: ABSTRACT Results from previous studies indicated nursing students needed to further develop critical thinking (CT) especially with respect to employing it in their clinical reasoning. Thus, the study was conducted to support development of students’ CT in the areas of inference subskills that could be applied as they engaged in clinical reasoning during course simulations. Relevant studies from areas such as CT, clinical reasoning, nursing process, and inference subskills informed the study. Additionally, the power of simulation as an instructional technique along with reflection on those simulations contributed to the formulation of the study. Participants included junior nursing students in their second semester of nursing school. They completed a pre- and post-intervention Critical Thinking Survey, reflective journals during the course of the intervention, and interviews as the conclusion of the study. The intervention provided students with instruction on the use of three inference subskills (Facione, 2015). Moreover, they wrote reflective journal entries about their use of these skills. Quantitative results indicated no changes in various CT measures. By comparison, qualitative data analysis of individual interviews and reflective journals showed students: applied inference subskills in a limited way; demonstrated restricted clinical reasoning; displayed emerging reflection skills; and established a foundation on which to build additional CT in their professional roles. Limitations of the study included time—length of the intervention and limited power of the instruction—depth of the instruction with respect to teaching the inference subskills. Discussion focused on explaining the results. Implications for teaching included revision of the instruction in inference subskills to be more robust by extending it over time, perhaps across courses. Additionally, use of a ‘flipped’ instructional process was discussed in which students would learn the subskills by viewing video modules prior to class and then are ‘guided’ to apply their learning in classroom health care simulations. Implications for research included closer examination of the development of CT in clinical reasoning to devise a developmental trajectory that might be useful to understand this phenomenon and to develop teaching strategies to assist students in learning to use these skills as part of the clinical reasoning process. / Dissertation/Thesis / Doctoral Dissertation Higher and Postsecondary Education 2017

Magister Curationis - MCur / Due to the inadequate schooling system and the under-preparedness of learners in South African High Schools, Higher Education Institutions are faced with learners who do not meet the minimum criteria for acceptance into mainstream programmes. In an attempt to increase access into the institution and meet the demands of under-prepared students, the School of Nursing at the historically disadvantaged University of the Western Cape introduced the Bachelors Nursing Foundation Programme in 2007. This study investigated the experiences of students in the Bachelors Nursing (B.Nurs) Foundation Programme at the University of the Western Cape. It was noted by the researcher that little research into foundation provision has, to date, been conducted in South Africa. Insights into this programme gained from this study will be of benefit to all educators providing foundation provision on the support of students in foundation programmes. The purpose of this qualitative study was to explore and describe the support of students by lecturers in the foundation programme, from which recommendations for lecturers were described to support the students in the foundation year. A qualitative, exploratory, and descriptive design was applied, using individual semistructured interviews and field notes. Purposive sampling was conducted and eight participants took part in semi-structured individual interviews. Each interview took around 10 to 30 minutes to complete. Data were analysed using Tesch’s descriptive method of open coding. The findings of this study indicate that a foundation programme is needed to support students from disadvantaged backgrounds, and to prepare them for life and studies at university level. Some of the participants were of the opinion that the foundation programme was unnecessary and a waste of time and that it only prolonged their studies. However, the majority of the participants were grateful for the support that the Nursing Foundation Programme provided, and they attributed their success to the existence of the Nursing Foundation Programme.

Magister Curationis - Mcur / AIMS: This study aims to investigate the use and acceptance of educational technologies by academics in a nursing school in the Western Cape, South Africa (determination of educational technology use, perceived usefulness, perceived ease of use and influencing factors). The findings of the study may be used to facilitate planning for and implementation of increase use of educational technologies to enhance teaching and learning. METHODS: The research design was a quantitative descriptive survey using a self-administered questionnaire. Due to small population size, all 58 academics (28 lecturers- qualified personnel to teach students conduct research and involved in administration of modules and levels) and 30 clinical facilitators- registered nurses with clinical expertise who assists students in the clinical placements were included in the study. The Technology Acceptance Model (TAM) provided the framework for the study. The study adapted an existing questionnaire developed by Kripanont in 2007. Validity and reliability of the instrument were established and pre-testing was done to validate the questions. Data was entered into SPSS version 23 and analysed using both descriptive and inferential statistics techniques. RESULTS: The findings suggested that though academics use educational technology but usage was found to be low and the academics were selective in the type of technology that they use which is influenced by need, availability, duties and academic positions of such academic. This will help facilitating planning for implementation of increased use of educational technology to enhance teaching and learning. Lecturers use educational technology for teaching and learning, while its use among the clinical facilitators is still minimal. The most commonly and frequently used devices were desktops and laptops. Low usage of smartphones for educational purpose among academics was reported. Email was the most common application used by academics for teaching and learning, followed by WhatsApp. The e-learning platform was poorly used; however, the lecturers still used it more compared with the clinical facilitators. Low usage was reported on other educational technologies included in the study. Most of the respondents reported a moderate to high experience with educational technology. More than two-thirds of the respondents used educational technology for enhancing their knowledge on current evidence of nursing, preparing for classes, preparing teaching materials, student contact and supervision and for facilitating/teaching in class. Time and institutional factors were mentioned to be important factors to consider when engaging with any educational technology. Finally, perceived usefulness, perceived ease of use and academic position were predictors of use of educational technology.

Submitted by Simone Souza (simonecgsouza@hotmail.com) on 2017-06-13T15:10:51Z No. of bitstreams: 1 DISS_2014_Maria Claudia Bisco do Espirito Santo.pdf: 1062524 bytes, checksum: ff4041f3dd9e6501cf84b1fb9852dc29 (MD5) / Approved for entry into archive by Jordan (jordanbiblio@gmail.com) on 2017-06-20T14:13:59Z (GMT) No. of bitstreams: 1 DISS_2014_Maria Claudia Bisco do Espirito Santo.pdf: 1062524 bytes, checksum: ff4041f3dd9e6501cf84b1fb9852dc29 (MD5) / Made available in DSpace on 2017-06-20T14:13:59Z (GMT). No. of bitstreams: 1 DISS_2014_Maria Claudia Bisco do Espirito Santo.pdf: 1062524 bytes, checksum: ff4041f3dd9e6501cf84b1fb9852dc29 (MD5) Previous issue date: 2014-05-27 / Este estudo traz como tema central as formas de mobilização de conhecimentos por docentes enfermeiros com mestrado concluído que estão atuando no ensino superior privado em um contexto específico. O pressuposto que nos embasa é que as instituições de ensino superior privado exigem mais de seus docentes, independente da titulação, a dedicação quase exclusiva das cargas horárias contratadas em atividades teórico-práticas nas quais há pouco ou nenhum espaço para as atividades de pesquisa e de produção de conhecimentos o que nos parece, fragiliza a qualidade de ensino nestas instituições, fato que se estende a enfermagem como curso de nosso interesse e atuação. Traçamos como objetivos a) analisar como o docente mestre inserido no ensino superior privado em Enfermagem da Grande Cuiabá vem mobilizando conhecimentos científicos em sua atividade de ensinar; b) compreender alguns dos elementos que permeiam este processo, facilitando-o ou dificultando-o. Definimos como referencial teórico para esta análise e compreensão alguns princípios do Pensamento Complexo na perspectiva moriniana. Como método, optamos pela pesquisa exploratória de abordagem qualitativa e os sujeitos do estudo foram 10 docentes atuantes e inseridos nos diversos cenários de ensino privado em Enfermagem do contexto referido e como critério de inclusão na pesquisa foi que estes já tivessem concluído há pelo menos um ano o curso de mestrado. A entrevista semi-estruturada foi a técnica de coleta de dados e a organização dos dados foi feita pela estratégia da análise temática. O Pensamento Complexo, como referencial de escolha, foi a perspectiva pela qual olhamos a realidade da atividade docente no ensino privado com relação aos processos de mobilização de conhecimentos. Como resultados, chegamos a duas temáticas de análise, que foram: a) Elementos que permeiam e interferem na produção de conhecimentos no ensino privado em Enfermagem e b) Elementos que permeiam e interferem na utilização de conhecimentos no ensino superior em Enfermagem. Dessas duas temáticas centrais emergiram quatro subtemas que se relacionam na forma de espiral contínua que denota o movimento constante dos princípios e noções da complexidade que permeiam e interferem na configuração da atividade dos docentes de enfermagem que atuam nos espaços do ensino privado na realidade estudada. Pudemos verificar que a mobilização do conhecimento científico acontece, ainda que de forma frágil, na articulação entre a recursividade, contradições e incertezas que movimentam os sujeitos do estudo na sua busca por qualificar suas atividades de ensinar em enfermagem. Desse modo, concluímos pela pertinência do Pensamento Complexo para o estudo que nos permitiu a visualização mais apurada de outras formas de compreender e contribuir com as discussões do tema mobilização de conhecimentos no espaço das instituições privadas dos municípios de Cuiabá e Várzea Grande no estado de Mato Grosso. / ABSTRACT: This study has as its central theme the forms of knowledge mobilization by nurse teachers with master's degree concluded that are acting in private higher education in a specific context. The presupposed that bases us is that private higher education in nursing institutions require more of their teachers, regardless the master's degree, the almost exclusive dedication of hourly loads contracted in theoretical and practical activities in which there is little or no space for research activities and production of knowledge what seem to us, it makes teaching quality in these institutions, which extends to nursing as a course of our interest and expertise. We have set as objectives: a) analyzing how the faculty master inserted in the private higher education in Great Cuiaba comes mobilizing scientific knowledge in their activity to teach; b) comprehending some of the elements that permeate this process, facilitating or hindering it. We define as theoretical framework for this analysis and understanding some principles of Complex Thought through the Morinian perspective. As a method, we opted for the exploratory research of qualitative approach and the study subjects were 10 active and inserted docents in the various scenarios of private education in nursing in the context referred to and as a criterion for inclusion in the survey were that they had already completed for at least one year of Masters Course. The semi-structured interview was the technique of data collection and organization of data was done by the strategy of thematic analysis. The complex thinking, as a reference of choice was the perspective from which we look at the reality of teaching activity in private education with respect to knowledge mobilization processes. As a result, we come to two thematic analyses, which were: a) elements that permeate and interfere with the production of knowledge in private education in nursing and b)Elements those permeate and interfere with the use of knowledge in higher education in nursing. From these two central themes emerged four sub-themes those relate in the form of a continuous spiral which denotes the constant motion of the principles and notions of complexity that permeate and interfere in the configuration of the activity of nursing faculty who work in private education spaces actually studied. We could verify that the mobilization of scientific knowledge happens, although fragile, in the joint between the recursion, contradictions and uncertainties those move the study subjects in their search for their teaching activities qualify in nursing. Thus, we conclude the pertinence of Complex Thought for the study that allowed us to visualize more acute in other ways to understand and contribute to the discussions on the theme of knowledge mobilization within private institutions in the municipalities of Cuiaba and Várzea Grande in the State of Mato Grosso. / RESUMEN: Este estudio tiene como tema central las formas de movilización de conocimiento por profesores enfermeros con maestría concluida que actúan en la educación superior privada en un contexto específico. El presupuesto que nos embaza es que las instituciones de educación superior privadas en enfermería requieren más de sus profesores, independientemente de la maestría, la dedicación casi exclusiva de cada hora a las cargas contratadas en actividades teóricas y prácticas en las que hay poco o ningún espacio para las actividades de investigación y producción de conocimiento que nos parecen, hace frágil la calidad de la enseñanza en estas instituciones, fato que se extiende a enfermería como un curso de nuestro interés y experiencia. Hemos fijado como objetivos: a) analizar cómo el maestro insertado en la educación superior privada de la Grande Cuiabá viene movilizando los conocimientos científicos en su actividad para enseñar; b) comprender algunos de los elementos que impregnan este proceso, facilitando o dificultando lo. Definimos como marco teórico para este análisis y comprensión algunos principios del Pensamiento Complejo en perspectiva moriniana. Como método, optamos por la investigación exploratoria de enfoque cualitativo y los sujetos del estudio fueron 10 docentes activos e insertados en los diferentes escenarios de educación privada en enfermería en el contexto que se refiere y como criterio de inclusión en el estudio que tenían ya finalizó por al menos un curso de maestría. La entrevista semi-estructurada fue la técnica de recolección de datos y la organización de datos fue realizada por la estrategia de análisis temático. El Pensamiento Complejo, como una referencia de elección, era la perspectiva desde la que miramos la realidad de la docencia en la educación privada con respecto al conocimiento de procesos de movilización. Como resultados, llegamos a dos análisis temáticos, que eran: a) elementos que permean e interfieren con la producción de conocimiento en la educación privada en enfermería y b) elementos que permean e interfieren en el uso de conocimientos en el Enseño Superior de Enfermería. De estos dos temas centrales surgieron cuatro subtemas que se relacionan en forma de una espiral continua que denota el movimiento constante de los principios y nociones de complejidad que impregnan e interfieren en la configuración de la actividad de la Facultad de enfermería que trabajan en espacios privados de educación estudiados. Pudimos comprobar que la movilización de los conocimientos científicos sucede, aunque frágil, en la articulación entre la recursividad, contradicciones e incertidumbres que mueven los sujetos del estudio en su búsqueda por calificar sus actividades de docentes en enfermería. Por lo tanto, concluimos que la pertinencia del Pensamiento Complejo para el estudio que nos permitió visualizar más aguda en otras formas de comprender y contribuir a los debates sobre el tema de la movilización de conocimiento dentro de las instituciones privadas en los municipios de Cuiabá y Várzea Grande en el estado de Mato Grosso.

A proposta deste estudo é compreender a experiência vivida pelo educando do curso profissionalizante de enfermagem no aprendizado do cuidado no cenário da terapia intensiva, refletindo sobre essa formação, tendo em vista as perspectivas atuais para a educação de trabalhadores para a saúde e a necessidade de construir o atendimento integral, no contexto do Sistema Único de Saúde (SUS). Fundamenta-se em algumas idéias da abordagem fenomenológica de pesquisa. Foram realizadas observação das experiências no cenário de aprendizagem e entrevistas com onze estudantes de uma Escola Profissionalizante em Enfermagem do município de Ribeirão Preto, SP, que participavam do estágio em terapia intensiva em um hospital público no período de 31 de julho a 11 de outubro de 2006. A entrevista aberta foi conduzida a partir da questão norteadora: \"Como tem sido para você cuidar de pacientes críticos nesse momento de sua formação?\". A compreensão da experiência enfatiza o estágio de caráter essencialmente técnico, valorizando a realização de procedimentos mediante a inserção do estudante na rotina do setor, caracterizada pelo modelo biologicista predominante. Apesar disso, em algumas situações, o educando começa a perceber a pessoa internada para além da doença e da técnica, porém, elas são pouco consideradas como integrantes do processo ensinoaprendizagem, bem como a sensibilidade explicitada pelo educando pouco valorizada como dimensão essencial para a construção do compromisso ético-social. Do mesmo modo que o cuidar cotidiano é limitado no sentido de considerar a integralidade da pessoa gravemente doente, o processo ensino aprendizagem não contempla a integralidade do sujeito aprendiz que pensa, sente e age de maneira singular e inserido em um contexto social. Assim, se faz necessário rever o processo formativo, incorporando conhecimentos, habilidades e atitudes voltados à compreensão do cuidado do doente crítico no contexto de saúde atual, do mundo subjetivo e social incluindo familiares e nas questões existenciais como o cerceamento de liberdade e a possibilidade do morrer. Para tal, torna-se fundamental transcender ao treinamento técnico e construir prática educativa, condizente com a formação humanizada para o cuidado de enfermagem / This study proposes understanding the student\'s experience in the nursing professionalizing course in learning the cares for critical patients within the intensive care environment, reflecting over this information, considering the present perspectives for the education of health professionals and the need to build an integral service within the context of the Public Health System (SUS). It is based on a few ideas of the phenomenological approach of the research. The experiences were observed within the learning environment with eleven interviews with students from the Professionalizing Nursing School in the municipality of Ribeirão Preto, SP, who participated in the intensive care internship at a public hospital between July 31 and October 30 2006. The open interview was conducted with the following guidance question: \"How has it been for you to take care of critical patients in this moment of your education?\". The comprehension of the interviews focuses on the internship as essentially technical, valuing the execution of procedures that enable the student\'s insertion in the sector routine, which relates to the predominant biologic model. Despite this, in some situations, the student begins perceiving the person staying in the hospital beyond the disease and the technique, nevertheless, these situations are little considered as integrating the teaching-learning process, with the student\'s initial sensitivity not being valued as an essential dimension for the construction of the ethical-social commitment. In the same manner as the day-to-day care is limited in the sense of considering the integrality of the severely sick person, the teaching-learning process does not contemplate the student integrally as a subject that thinks, feels and acts in a unique manner and that is inserted in a social context. Thus, there is the need to review the education process, incorporating knowledge, abilities and attitudes directed to the understanding of the ICU within the present health context, the subjective and social world of the critical patients and their family members, and the existential issues, such as the restriction of liberty and the possibility of dieing. For such, it becomes fundamental to transcend the technical training and build an educational practice, in agreement with the education of the human being.

A pesquisa, de natureza qualitativa, teve como objetivos implementar e avaliar uma intervenção educativa para enfermeiros voltada ao reconhecimento precoce e manejo das alterações glicêmicas em pacientes com diagnóstico de síndrome coronariana aguda e identificar o número de inclusões de pacientes ao protocolo hospitalar de tratamento das alterações glicêmicas antes e após intervenção educativa aplicada aos Enfermeiros. Foi realizada em duas Etapas. A Etapa Um (De Investigação) consistiu na identificação dos participantes da pesquisa, no manejo do diabetes e do protocolo de tratamento hospitalar. A Etapa Dois consistiu na Implementação e Avaliação do Programa Educativo (PE) para enfermeiros, que foi desenvolvido em três fases: reconhecimento dos sujeitos e mobilização afetiva; discussão de casos clínicos com foco na problematização e retomada de situações clínicas vivenciadas;, mobilização de conceitos e avaliação do Programa Educativo. O PE foi estruturado com base no trabalho de Puschel em sua tese de doutorado e em métodos psicodramáticos e no referencial problematizador de Paulo Freire. Participaram do PE todos os 14 enfermeiros da Unidade Coronariana do Hospital Israelita Albert Einstein, em São Paulo, sendo resguardados os preceitos éticos de desenvolvimento de pesquisas. Os resultados evidenciaram grupo de participantes jovem, com experiências profissionais variadas. A análise de conteúdo das respostas aos questionários aplicados na Etapa Um e na Fase três da Etapa Dois permitiu construir seis categorias: Conhecimento, Manifestações Clínicas, Raciocínio Clínico, Tomada de Decisão, Manejo das alterações glicêmicas e Intervenções de Enfermagem. Após aplicação do PE em todas as categorias houve a inserção de novos elementos com maior destaque ao aprofundamento dos aspectos relacionados à fisiopatologia, aos sinais e sintomas e às complicações agudas; maior preocupação com a identificação precoce de situações predisponentes a eventos de hipoglicemia; maior consistência na descrição das ações contempladas no protocolo institucional de tratamento principalmente em relação à dose e à frequência das insulinas utilizadas. As cenas dramatizadas nas fases um e três e a discussão dos casos clínicos promoveram grande interação e confiança no grupo e agregação de conceitos. O número de inclusões de pacientes no protocolo hospitalar de tratamento no trimestre que antecedeu a implementação do programa educativo foi de um enquanto que no trimestre posterior ao PE foram de três. Os participantes atribuíram conceitos de excelentes e bons ao conteúdo, à metodologia, ao desempenho da instrutora, à participação, às expectativas, aos recursos e objetivos do PE, O estudo abre perspectivas para utilização de novas estratégias educativas para o desenvolvimento de profissionais de saúde com foco na atenção aos indivíduos com doença crônica / The research was qualitative, aimed to implement and evaluate an educational intervention for nurses aimed at early recognition and management of glucose in patients with acute coronary syndrome and identify the number of inclusions of patients to hospital protocol for treatment of changes glucose before and after educational intervention applied to nurses was carried out in two steps. Step A (Investigation) involved the identification of research participants in the management of diabetes and treatment protocol hospital. Step Two was the Implementation and Evaluation of Educational Program (EP) for nurses, which was developed in three stages: recognition of subjects and affective mobilization, clinical case discussions focusing on questioning and resumption of clinical situations experienced, mobilizing concepts and evaluation of the educational program. The EP was structured based on Puschel and Psychodramatic methods and problem-solving framework of Paulo Freire. EP participated all 14 nurses of the Coronary Care Unit of Hospital Israelita Albert Einstein, Sao Paulo, being safeguarded the ethical development of research. The results showed group of young participants with varied professional experiences. A content analysis of responses to questionnaires applied in Step One and Step Two Phase Three possible to build six categories: Knowledge, Clinical Manifestations, Clinical Reasoning, Decision Making, Management of glucose and Nursing Interventions. After application of PE in all categories was the insertion of new elements, most notably the deepening of the aspects related to the pathophysiology, signs and symptoms and the acute complications; biggest concern with the early identification of conditions predisposing to nocturnal hypoglycemia; greater consistency in the description of the actions contemplated in institutional treatment protocol especially in relation to the dose and frequency of insulin used. Dramatized scenes in phases one and three and the discussion of clinical cases promoted great interaction and confidence in the group and aggregation concepts. The number of inclusions of patients in hospital protocol treatment in the quarter prior to the implementation of the educational program was a while later in the quarter to PE were three. Participants attributed concepts of good and excellent content, methodology, instructor performance, participation, expectations, resources and objectives of the EP, the study opens new perspectives for the use of educational strategies for the development of health professionals with focus on attention to individuals with chronic disease